This study reports on the design, implementation, and impact of a remote professional development (PD) course for secondary school teachers who were transitioning to remote instruction during the COVID-19 pandemic. We designed technology innovations to strengthen the previously successful in-person course. The innovations support teachers to customize an instructional unit by setting and revising goals based on evidence from their students’ prior work on the unit. A Curriculum Visualizer makes the pedagogy of the unit visible and guides planning for customization. Carefully curated small group activities using Zoom breakout rooms ensure that each teacher could share their thoughts, ideas, and impressions with other teachers. Participants were 23 science teachers from 12 different schools in a western U.S. state. We developed rubrics to code customization goals, plans, and moves using bottom-up methods and iterative refinement. Reflections on student work and use of the Curriculum Visualizer enabled teachers to set and refine customization goals and make evidence-based and pedagogy-aligned customization decisions that enhanced the interactive learning opportunities for their students. Our results reinforce the C-b model proposed by Sailer et al. (this issue) by illustrating the value of using technology to support collaborative, interactive PD activities.

本研究报告了针对在 COVID-19 大流行期间过渡到远程教学的中学教师的远程专业发展 (PD) 课程的设计、实施和影响。我们设计了技术创新来加强以前成功的面对面课程。这些创新支持教师根据学生先前在该单元上的工作的证据来设定和修改目标，从而定制一个教学单元。课程可视化工具使单元的教学法可见并指导定制规划。使用 Zoom 分组讨论室精心策划的小组活动确保每位教师都可以与其他教师分享他们的想法、想法和印象。参与者是来自美国西部某州 12 所不同学校的 23 名科学教师。我们使用自下而上的方法和迭代细化开发了规则来编码定制目标、计划和动作。对学生工作的反思和 Curriculum Visualizer 的使用使教师能够设置和完善定制目标，并做出基于证据和教学法一致的定制决策，从而增强学生的互动学习机会。我们的结果强化了 Sailer 等人提出的 Cb 模型。（本期）通过说明使用技术支持协作、交互式 PD 活动的价值。对学生工作的反思和 Curriculum Visualizer 的使用使教师能够设置和完善定制目标，并做出基于证据和教学法一致的定制决策，从而增强学生的互动学习机会。我们的结果强化了 Sailer 等人提出的 Cb 模型。（本期）通过说明使用技术支持协作、交互式 PD 活动的价值。对学生工作的反思和 Curriculum Visualizer 的使用使教师能够设置和完善定制目标，并做出基于证据和教学法一致的定制决策，从而增强学生的互动学习机会。我们的结果强化了 Sailer 等人提出的 Cb 模型。（本期）通过说明使用技术支持协作、交互式 PD 活动的价值。